Outline

Providing education in the midst of conflict and crisis raises a multitude of challenges, from funding, governance and coordination of different actors, to teaching, content and delivery of education interventions. Drawing on experiences around the world, this topic looks at the creation of education as a humanitarian cluster and the range of actors involved, including teachers, local and national governments and organisations, UN agencies, bilateral donors, and international NGOs. As well as exploring examples of emergency mechanisms and interventions in the field, this topic addresses the varied experiences, priorities and logics of the actors involved in the provision of emergency education, including the tensions and contradictions between them.

This topic looks at the following questions:

What strategies are used by local and international actors to provide education in times of conflict and crisis?
What are the synergies and tensions between different actors involved in the governance and delivery of education in contexts of conflict and crisis?
What are the key roles played by teachers in times of contexts of conflict and crisis and what challenges do they face?

Lectures

Open access publications

The Political Economy of Education Systems in Conflict-Affected Contexts in a Changed World Order 2021: A Narrative Literature Review
Citation: Selenica, E. & Novelli, M. (2021) The Political Economy of Education Systems in Conflict-Affected Contexts in a Changed World Order 2021: A Narrative Literature Review. Political Economy of Education Research Network, PEER Working Paper 3.

Political Economy of Education Systems in Conflict-Affected Contexts
Citation: Novelli, M., Higgins, S., Ugur, M. & Valiente, O. (2014). Political Economy of Education Systems in Conflict-Affected Contexts. Project Report, UK Department for International Development.

Russian translation: Новелли М, Хиггинс Ш, Угур М, Валиенте В (2014) Политическая экономия систем образования в условиях конфликта: тщательный обзор литературы. Департамент Международного Развития.

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts
Citation: Burde, D. , O. Guven , J. Kelcey , H. Lahmann , and K. Al-Abbadi . 2015 . What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts . London: DfID

Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan
Citation: Halai, A., & Durrani, N. (2018). Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan. Compare: A Journal of Comparative and International Education, 48 (4). pp. 535-552.

Russian translation: Халаи, Анджум и Дуррани, Наурин (2018) Учителя как агенты мира? Изучение возможностей учителей в социальной сплоченности в Пакистане. Для сравнения: Журнал сравнительного и международного образования, 48 (4). pp. 535-552.

Teachers as agents of sustainable peace, social cohesion and development: theory, practice and evidence
Citation: Novelli, Mario and Sayed, Yusuf (2016) Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence. Education as change, 20 (3). pp. 15-37.

Reflection and discussion

Further suggested reading

Ayyar, R. V. (1996) ‘Educational policy planning and globalisation’, International Journal of Educational Development, 16(4), pp. 347-353.

Berry, C. (2010) ‘Working effectively with non-state actors to deliver education in fragile states’, Development in Practice, 20(4), pp. 586-593.

Bhatta, P. (2011) ‘Aid agency influence in national education policy-making: A case from Nepal’s Education for All movement’, Globalisation, Societies and Education, 9, pp. 1-26.

Brannelly, L., Ndaruhutse, S. and Rigaud, C. (2009) Donors' engagement. Supporting education in fragile and conflict-affected states. Reading: CfBT Education Trust.

Burde, D. , O. Guven , J. Kelcey , H. Lahmann , and K. Al-Abbadi . 2015 . What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts . London : DfID

De Herdt, T. and Titeca K. (2011) ‘Real governance beyond the 'failed state': Negotiating education in the Democratic Republic of the Congo’, African Affairs, 110(439), pp. 213-239.

De Herdt, T., Titeca, K. and Wagemakers, I. (2012) ‘Make schools, not war? Donors' rewriting of the social contract in the DRC’, Development Policy Review, 30(6), pp. 681-701.

Denney, L. (2011), ‘Reducing poverty with teargas and batons: The security development nexus in Sierra Leone’, African Affairs, 110(439), pp. 275–294.

Duffield, M. (1997). ‘NGO relief in war zones: Towards an analysis of the new aid paradigm’, Third World Quarterly, 18(3), pp. 527-542.

Duffield, M. (2001) Global Governance and the New Wars: The Merging of Development and Security. London: Zed Books.

Duffield, M. (2005). ‘Getting savages to fight barbarians: Development, security and the colonial present’, Conflict, Security and Development, 5(2), pp. 141-59.

Duffield, M. (2010) ‘The liberal way of development and the development-security impasse: Exploring the global life-chance divide’, Security Dialogue, 41(1), pp. 53-76.

Esser, D. E. (2012) 'When we launched the government's agenda: Aid agencies and local politics in urban Africa’, Journal of Modern African Studies, 50(3), pp. 397-420.

Halai, A., & Durrani, N. (2018). Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan. Compare: A Journal of Comparative and International Education, 48 (4). pp. 535-552.

Lopes Cardozo, M. T. A., & Hoeks, C. C. M. Q. (2015). Losing ground: a critical analysis of teachers' agency for peacebuilding education in Sri Lanka. Journal of Peace Education, 12(1), 56-

Lopes-Cardozo, T. M. and. Novelli, M. (2010) Dutch aid to education in conflict-affected countries. Background paper prepared for the EFA Global Monitoring Report 2011.

Macrae, J. and Harmer, A. (2003). Humanitarian action and the ‘global war on terror’: A review of trends and issues. London: ODI.

Novelli, M. (2012) The merging of security and development in the education sector: Discourses, programmes and effects. Discussion paper for the Open Society Foundation, Education Support Programme. London: OSI.

Novelli, Mario and Sayed, Yusuf (2016) Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence. Education as change, 20 (3). pp. 15-37.

Pherali, T., Abu Moghli, M., & Chase, E. (2020). Educators for Change: Supporting the Transformative Role of Teachers in Contexts of Mass Displacement. Journal on Education in Emergencies, 5 (2), 147.

Putzel J. and Di John, J. (2012) Meeting the challenges of crisis states. Crisis States Research Centre Report. London: London School of Economics and Political Science.

Ratcliffe, M. and Perry, C. (2009) Study on governance challenges for education in fragile situations: Study synthesis report. Brussels: European Commission Study Management Team. Available at

Save the Children (2007) Last in line, last in school: How donors are failing children in conflict-affected fragile states. London: Save the Children.

Save the Children (2008) Last in line, last in school: How donors can support education for children affected by conflict and emergencies. London: Save the Children.

Schmidt, C. and Taylor, A. (2010) Liberia’s education pooled fund: A case for private foundation engagement in post conflict education recovery. London: OSI.

Steer, L. and Wathne C. (2010) ‘Donor financing of basic education: Opportunities and constraints’, International Journal of Educational Development, 30(5), pp. 472-480.

Stoddard, A., Harmer, A., and Haver, K. (2006). Providing aid in insecure environments: Trends in policy and operations. Humanitarian Policy Group Report 23. London: Overseas Development Institute.

Turrent, V. (2011) ‘Financing Access and participation in primary education: Is there a fast track for fragile states?’ International Journal of Educational Development, 31(4), pp. 409-416.

Turrent, V. and Oketch, M. (2009) ‘Financing universal primary education: An analysis of official development assistance in fragile states’, International Journal of Educational Development, 29(4), pp. 357-365.

Winthrop, R. & Matsui E. (2013) A New Agenda for Education in Fragile States, Centre for Universal Education at Brookings, Working Paper 10.